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Purpose: The purpose of this study is to determine the perception of graduates from teaching degree programs in Early Childhood and Primary Education carried out in Spain in accordance with the European Higher Education Area, who are currently working in classrooms, on their initial training in the educational treatment of diversity (ETD). In addition, potential differences were examined based on the teaching degree that was studied (Early Childhood or Primary). Design/methodology/approach: This study used a mixed methodology including an ad hoc questionnaire and a semi-structured interview. Participants were 140 working teachers who had previously earned their degree in Early Childhood or Primary Education programs. Data analysis was carried out from an integrative perspective, using a basic descriptive focus and content analysis. Findings: The results reveal that the new teachers considered that their initial training in the area of ETD was not as extensive as it should have been and as required by their daily teaching needs. They felt that they had acquired better education in the theoretical content as compared to the practical component. They mentioned a lack of training to attend to students entering the system at a later stage as well as for those with high intellectual abilities, noting that the initial training in ETD focused excessively on deficits and not enough on potentialities and other student diversities. Originality/value: This study may be useful as it offers an improved adaptation to the reality of early education in ETD classrooms of future teachers, both for the competent education administrations and universities. It may also serve as a starting point to adjust the permanent training offer for teachers to their specific needs, making up for the deficiencies of their initial training. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In a rapidly evolving technology and skill-based economy, the development and engagement in practical skills and motivation among electronic technology education students is key to their career readiness and employability. Thus, this study investigated the relationship between initial training experiences and electronic technology education students’ motivation and engagement in practical skill learning. The study employed cross-section and correlational survey method to elicit data from 177 sample of electronic technology education students through structured questionnaires. Path analysis and mediation analysis were used for the data analysis. Results showed that initial training experiences positively and significantly predicted motivation, and students’ engagement in practical skill learning. Learning self-efficacy was found to mediate the relationship between initial training experiences and motivation. These findings emphasise the importance of well-designed initial training to enhance students’ motivation and engagement in practical skill development. Thus, this study makes significant contribution to extant literatures. [ABSTRACT FROM AUTHOR]

This study evaluates teacher self-efficacy perceptions among students in the Master's Degree in Secondary Education and Baccalaureate, Vocational Training, and Language Teaching (MDSE), as well as the variables influencing these perceptions and their connection to the program's training. The research sheds light on how self-efficacy affects views on concerns, feelings, and attitudes towards diversity and inclusive education in the current educational landscape. Out of 205 female and 100 male MDSE students surveyed, who are either graduates or nearing completion, data were gathered using the "Teacher Education in Secondary Education: Key Elements for Teaching in an Inclusive School for All" (FORPES-IN) questionnaire distributed across Spanish universities. Three primary instruments from the questionnaire were utilized: the Teachers' Self-Efficacy Short Form (TSES-SF), the Questionnaire for Future Secondary Education Teachers regarding Perceptions of Diversity, and the Revised Scale of Feelings, Attitudes, and Concerns about Inclusive Education (SACIE-R). Findings suggest that the majority of prospective teachers exhibit moderate-to-high levels of self-efficacy. Variables such as non-formal teaching experiences, the reason for joining the MDSE program, and regular interactions with vulnerable individuals, especially in Social and Health Science domains, moderately influence self-efficacy. This study reveals a strong link between the received training and the perceived level of self-efficacy. In particular, participants with higher self-efficacy feel better equipped to handle classroom diversity and rate the MDSE program positively. Areas for enhancement are identified, such as classroom management and diversified assessment strategies. Finally, a positive correlation is observed between high self-efficacy and positive attitudes toward disability, inclusive education principles, and reduced apprehensions about inclusive teaching. [ABSTRACT FROM AUTHOR]

Copyright of Revista Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pedagogía y Saberes is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study investigates perceptions of students of education sciences in Romania concerning issues related to research ethics, starting from recent opinions that consider the lack of adequate training in this field as a threat to higher education. The purpose of this paper is to contribute to a better knowledge of the training stage of which Bachelor, Master and doctorate students are undertaking. Respondents were invited to take part in a survey that included items that asked their opinion on the place of research ethics in the university curriculum, the need for a support person on research ethics issues, the importance of respecting research ethics for involvement in a research project, and the relationship between academic ethics and research ethics. The results show that students' perception of the importance of research ethics positively changes with the level of studies. Doctoral students appreciate the support of an ethics advisor and significantly value the ethics component of a research project. Compliance with university ethics norms and compliance with research ethics is statistically significant in two of the three analyzed situations. The research shows the need for reconsideration at the institutional level to identify new training pathways in student research ethics. [ABSTRACT FROM AUTHOR]

Teacher training and development are essential components of providing quality education to diverse and heterogeneous beneficiary populations. The study by Silvija Markic and Simone Abels delves into the impact of teacher training and development programs on teachers' views and attitudes towards diversity in the classroom. The results of their analysis indicate that such programs can significantly enhance teachers' ability to meet the needs of diverse students. Similarly, Krell, Riedmüller, Sieben, and Vinz's study also highlights the importance of teacher education and professional development in fostering an inclusive classroom environment that celebrates diversity. These studies highlight the importance of continuing education for teachers, especially in an increasingly diverse world. In addition to these studies, in our article we cited other results from the scientific environment so that we can highlight the fundamental elements and concern for the effective training of teaching staff in relation to contemporary challenges. In today's social, geopolitical, economic and technological context, education is constantly changing. The mobility of population groups is extremely fluid and fast, and one of the consequences is oriented towards educational systems that are placed in a position to respond to challenges such as cultural, spiritual and linguistic diversity and to build solutions that overcome traditional barriers. In our article, we explore these barriers and summarize potential solutions so that we can build a clear and coherent framework of a system that can meet contemporary expectations. [ABSTRACT FROM AUTHOR]

Copyright of Revista Internacional de Educación para la Justicia Social is the property of Universidad Autonoma de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article aims to explore the identity traits formed in the education of graduates from the Pedagogy program at the Federal Institute of Santa Catarina - Videira campus (Santa Catarina). The approach adopted was qualitative, using semi-structured interviews as a data collection instrument, guided by content analysis. Interviews were conducted with six pedagogues who graduated from the program and currently work in both the public and private sectors of Early Childhood Education in Videira. The research results indicated that the initial education plays a significant role in the process of identity formation. This finding was evident in the statements of the pedagogues regarding the impact of their education on their teaching identity. The findings suggest that the teaching identity is the result of a construction process influenced by experiences and thoughts, being formed through a continuous and endless process of experiences and reflections in education and professional practice. [ABSTRACT FROM AUTHOR]

Copyright of Revista Linguagens, Educação e Sociedade (LES) is the property of Revista Linguagens, Educacao e Sociedade (LES) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The inclusion of Agenda 2023 in higher education has urged universities to include competencies in their training programs for environmental and sustainability awareness. Thus, the main objective is to know the beliefs of future teachers regarding the integration of the Sustainable Development Goals (SDGs) in classroom practices and nonfiction picture books as an educational resource that addresses "more complex, diverse and current issues that concern the society of the 21st century" (Sampériz y Margarida, 2023, p. 135). The exploratory type of research adopted a nonprobabilistic convenience sampling (n=176) among students of the degrees in Early Childhood Education and Primary Education of the University of Cadiz in their last years of initial training, using a questionnaire created ad hoc and with content validity based on Herández Nieto (2002). The results showed a great lack of knowledge regarding these issues, which justifies the need to develop teaching strategies in university education to address the proposals of Horizon 2030 from a critical and reflective view of reality. [ABSTRACT FROM AUTHOR]

This text analyzes the initial training of Geography teachers, based on Course Pedagogical Projects from Brazilian Federal Universities. The focus was on the pedagogical-didactic dimension, with emphasis on the subject of Didactics, as essential for learning the profession. Thus, the text addresses a critical perspective of Didactics, defends the specific Didactics of Geography, identifies disciplines with this theme, their syllabus and basic bibliography. As a result, the analysis identifies the limited presence of Geography Didactics and Geography Teaching Methodology as formal course subjects, and a greater emphasis on what we understand to be correlated subjects, which deal with teaching but focus on specific themes, which may be reinforcing the traditional fragmentary and pragmatic nature of the subject. The study carried out for this text was restricted to the analysis of the PPCs, revealing the need to expand the data for a more qualitative analysis of the subject. [ABSTRACT FROM AUTHOR]

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

BACKGROUND: Law enforcement (LE) applicant assessments and initial academy training vary greatly across the United States of America (USA), with 820+ academies operating across 50 different states. Rising obesity and declining physical fitness underscore the need for benchmarks of applicant physical performance. OBJECTIVE: Create a "point-in-time" descriptive profile of the performance of LE applicants and determine any differences between males, females, and age using two applicant test batteries (ATBs). METHODS: Archival data from one large USA LE academy were analysed. Applicants completed one of two ATBs; ATB1 (n = 1674): 68.8-meter agility run (AR), 60-s push-ups, 60-s sit-ups, 60-s arm ergometer revolutions, and 2.4 km run; ATB2 (n = 355): AR, 60-s push-ups, 60-s sit-ups, and a multistage fitness test. Data were coded for sex and age. Independent samples t-tests compared the sexes. A one-way ANOVA with Bonferroni post hoc analysis compared age groups (18– 24, 25– 29, 30– 34, 35– 39, 40 + years). RESULTS: Males outperformed females in all fitness assessments across both ATBs (p≤0.02). The 18– 24 age group demonstrated faster run times in the AR and 2.4 km for ATB1 compared to all groups. (p≤0.03). In ATB2, the 18– 24 age group was faster in the AR compared to all other groups except the 25– 29 age group (p≤0.026). CONCLUSIONS: Regardless of ATB used, females and older applicants generally would benefit from specific fitness training to better prepare for academy. Older applicants may experience greater challenges in running tasks, especially those involving sprinting, which could also be impacted by qualities important for running/sprinting (i.e., maximal strength and power). [ABSTRACT FROM AUTHOR]

Practical knowledge, acquired subconsciously, requires analysis and reflection for reconstruction, fostering its evolution into practical thinking. This study explored the practical knowledge of 104 first-year students in the early childhood education programme at the University of Malaga, aiming to scrutinise how it evolves through the lens of practical thinking following their participation in Lesson Study (LS) training. Using qualitative research methods, the data collection involved reflexive drawing, narratives, and discussion groups. The findings revealed that students' practical knowledge predominantly revolved around teaching as cultural transmission, highlighting master classes and teacher-centric teaching-learning processes, with an adult-centric view of childhood and an underestimation of student capacities. Following the LS experience, significant reconfiguration occurred. Students developed a newfound appreciation for mentorship, recognising discrepancies between conceptualisations and implementations, and acknowledging the pivotal role of children. The study highlights the efficacy of reflexive drawing and discussion as tools for uncovering subconscious thoughts and facilitating reconstruction. To facilitate this evolution, training programs and participatory strategies are imperative for transforming practical knowledge. [ABSTRACT FROM AUTHOR]

The text on screen aims to present the analyses carried out from the teaching practices produced during the year 2022 and 2023 with the disciplines of Content and Methodology of Science Teaching, The Child and Mathematical Language and Content and Methodology of Mathematics Teaching that are part of the curricular composition of a course in Pedagogy, in the Northern Region of Brazil. It is part of a qualitative research, based on the Field of Cultural Studies, which allows, as a procedure of analysis and production of data, to act with cultural analysis from an autoethnographic instrument. Through the experiences it was possible to perceive that the paths in initial training are changing, however, by producing experiences and being affected by it, the pedagogical and reflective possibilities are enhanced in this context. In this sense, we argue that creativity and innovation without experience, without the possibility of being affected, is nothing more than the assimilation of information. In such a way, by experiencing and moving in the process of teaching, seeking to learn with, about and from the elements that constitute not only the teaching practice, but our identities, it makes us subjects of experience. [ABSTRACT FROM AUTHOR]

The pandemic period revealed insufficient training of teachers in the field of technology, and this aspect directly influences the instructional-educational act carried out online with students. Teacher training to use technology for education-related purposes is closely correlated with the individual ability to adapt to contemporary challenges, but also to the continuous training that each teacher must undertake in his career, considering the multitude of digital tools that facilitate the didactic activity and facilitate learning by the students. The financial education of students is a necessary discipline in the formation of the individual for the future and society, and a correct acquisition of economic notions can be facilitated by technology, through appropriate digital resources. We believe that the foundations of a minimum financial education should be laid in the primary classes, to form student's skills related to financially responsible behavior - a very problematic aspect in the education system, because it does not offer such a discipline in the common core of the school curriculum. One solution regarding the implementation of financial education in primary school students would be the delivery of such education by the technology-savvy teacher so that the content taught is presented in an attractive form for students. Training future teachers to implement financial education through digital resources is a challenge. In the following, we will present the results of a research carried out following the author's teaching activity at the "Vasile Alecsandri" University of Bacău, Romania, within the discipline "Computer Assisted Instruction and Online Educational Platforms". The research aim was to explore the capacity of future teachers to adopt various technological solutions for a quality educational act. Finally, we will suggest a professional profile of the modern teacher - adapted to modern methods of implementing financial education. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica de Enseñanza de las Ciencias is the property of Revista Electronica de Ensenanza de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Gamification involves making teaching processes fun with the intention of improving factors that affect learning, such as motivation. Although the focus is not on the game itself and the corresponding entertainment, its design and results provide an alternative for developing educational proposals that make students the protagonists and generate student engagement with their education. On that basis, this study aims to understand pre-service primary school teachers' perceptions of gamification as an active methodology, taking the gender and time of analysis variables into account. To this end, a quantitative longitudinal panel design (pre-test and post-test) from a descriptive and inferential approach was applied. The sample consisted of 284 pre-service primary education teachers from the University of Málaga (2021/2022 academic year). The information was collected through a validated instrument that measures perceptions of both digital didactic resources and teaching methodologies. The results revealed positive perceptions of gamification as a methodology, with a significant improvement from the pre-test to post-test scores. As for the analysis of the gender variable, there were significant differences, with the male participants' ratings of gamification being higher than those of the female participants. In conclusion, gamification constitutes a feasible methodology to implement due to being well-received by university students, as a result of its motiving and fun nature and the fact that it makes students the protagonists of the learning process. [ABSTRACT FROM AUTHOR]

Copyright of Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Académique des Études Sociales et Humaines is the property of Hassif Benbouali University of Chlef and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Psychology & Education / Revista de Psicología y Educación is the property of Revista de Psicologia de Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Digital technologies have transformed the social and, consequently, educational context. Given this situation, it is worth highlighting the importance of promoting digital literacy to actively participate in the society in which it develops. This work analyzes the level of mastery of digital skills of the university students in Ecuador. To do this, a descriptive methodology has been used, based on the survey technique, based on a questionnaire (n = 778). Results reveal how the students give priority to research and information management, presenting difficulties in the development and adaptation of technological materials, as well as in the creation and adaptation of digital content. It even highlights how male university education students claim to have better digital skills, while the same situation is not the case for those others who study Intercultural Bilingual Education. This analysis enables Higher Education institutions to make decisions for planning, developing and acquiring digital skills in the university students of Education in Ecuador, in favor of better teaching professional development. [ABSTRACT FROM AUTHOR]

Copyright of Revista Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this research is to understand the conceptualizations and emotional responses produced by diversities in thirteen teacher trainers of the Primary Education Pedagogy degree, of a Chilean university with an important trajectory in teacher training in the Metropolitan Region, the national capital. A qualitative approach was used through semi-structured and projective interviews. The data were analyzed following the data analysis spiral proposed by Creswell (2013). It is concluded that the trainers have a descriptive representation of diversity that that does not consider inequalities, discriminations, or conflicts. Regarding their emotional responses about diversity, they positively value the possibility of new learning and an epistemic openness that generates multiple challenges. They also express not being prepared to deal with diversity in the pedagogical space, discomfort regarding certain diversities and an epistemic tension toward the concept of diversity and the classifications that may cause discrimination. [ABSTRACT FROM AUTHOR]

Copyright of Revista Internacional de Educación para la Justicia Social is the property of Universidad Autonoma de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study evaluates teacher self-efficacy perceptions among students in the Master’s Degree in Secondary Education and Baccalaureate, Vocational Training, and Language Teaching (MDSE), as well as the variables influencing these perceptions and their connection to the program’s training. The research sheds light on how self-efficacy affects views on concerns, feelings, and attitudes towards diversity and inclusive education in the current educational landscape. Out of 205 female and 100 male MDSE students surveyed, who are either graduates or nearing completion, data were gathered using the “Teacher Education in Secondary Education: Key Elements for Teaching in an Inclusive School for All” (FORPES-IN) questionnaire distributed across Spanish universities. Three primary instruments from the questionnaire were utilized: the Teachers’ Self-Efficacy Short Form (TSES-SF), the Questionnaire for Future Secondary Education Teachers regarding Perceptions of Diversity, and the Revised Scale of Feelings, Attitudes, and Concerns about Inclusive Education (SACIE-R). Findings suggest that the majority of prospective teachers exhibit moderate-to-high levels of self-efficacy. Variables such as non-formal teaching experiences, the reason for joining the MDSE program, and regular interactions with vulnerable individuals, especially in Social and Health Science domains, moderately influence self-efficacy. This study reveals a strong link between the received training and the perceived level of self-efficacy. In particular, participants with higher self-efficacy feel better equipped to handle classroom diversity and rate the MDSE program positively. Areas for enhancement are identified, such as classroom management and diversified assessment strategies. Finally, a positive correlation is observed between high self-efficacy and positive attitudes toward disability, inclusive education principles, and reduced apprehensions about inclusive teaching.

The study investigates perceptions of students of education sciences in Romania concerning issues related to research ethics, starting from recent opinions that consider the lack of adequate training in this field as a threat to higher education. The purpose of this paper is to contribute to a better knowledge of the training stage of which Bachelor, Master and doctorate students are undertaking. Respondents were invited to take part in a survey that included items that asked their opinion on the place of research ethics in the university curriculum, the need for a support person on research ethics issues, the importance of respecting research ethics for involvement in a research project, and the relationship between academic ethics and research ethics. The results show that students’ perception of the importance of research ethics positively changes with the level of studies. Doctoral students appreciate the support of an ethics advisor and significantly value the ethics component of a research project. Compliance with university ethics norms and compliance with research ethics is statistically significant in two of the three analyzed situations. The research shows the need for reconsideration at the institutional level to identify new training pathways in student research ethics.

Copyright of Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Akofena is the property of Universite Felix Houphouet Boigny and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Akofena is the property of Universite Felix Houphouet Boigny and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article follows the PRISMA rules for systematic reviews and is part of the research on co-teaching practices in initial teacher training (ITT). It explores the key formative experiences, models, explanatory dynamics, and facilitators/barriers for participants in the co-teaching processes in the context of the FID. Studies of co-teaching in teacher education, experiences prior to entering the teaching profession, and methodologies used in education programs were included to write this paper. Articles related to predictive models and those that could not be found on FID were excluded. 59 studies published in journals indexed in the WoS, Scopus, and Scielo databases between the years 2000 and 2020 were considered. The analysis was performed using a combination of content analysis and the constant comparative method. The results show two main configurations of co-teaching in the FID, a high impact on teachers in the school system, university staff, and pedagogy students, as early co-teaching practices benefit not only the latter, but also other actors, both from university institutions and school communities. Limitations of this article include the scarce evidence in Spanish and the diversity of the understanding of collaboration in ITT. The article contributes to the visibility of training needs and the exploration of open pathways in initial and continuous teacher education in co-teaching practices. [ABSTRACT FROM AUTHOR]

Copyright of Swiss Journal of Educational Research / Schweizerische Zeitschrift für Bildungswissenschaften is the property of University Library of Bern and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Physical Education (PE) teachers have previous experiences that condition their pedagogical practice. The students, far from being a "blank slate", show how their previous period of socialization, their subjectivities and identities create a particular culture of PE teaching. The objective of this study is to understand and deepen the previous ideas that future Physical Education teachers have and that condition their pedagogical practice and intentionality. 23 second-year students of the teacher's degree, PE specialty, participated in a qualitative design, using a questionnaire, a life history and a semi-structured individual interview as data collection tools. The results show that the participants approach the profession from different professional perspectives: a sports perspective, a health-oriented perspective, a pedagogical perspective and a perspective oriented to critical pedagogy and social change from PE. Keywords: Professional identity; sport; health; initial training; reasons for professional choice. Physical Education (PE) teachers have previous experiences that condition their pedagogical practice. The students, far from being a "blank slate", show how their previous period of socialization, their subjectivities and identities create a particular culture of PE teaching. The objective of this study is to understand and deepen the previous ideas that future Physical Education teachers have and that condition their pedagogical practice and intentionality. 23 second-year students of the teacher's degree, PE specialty, participated in a qualitative design, using a questionnaire, a life history and a semi-structured individual interview as data collection tools. The results show that the participants approach the profession from different professional perspectives: a sports perspective, a healthoriented perspective, a pedagogical perspective and a perspective oriented to critical pedagogy and social change from PE. [ABSTRACT FROM AUTHOR]

Digital technologies have transformed the social and, consequently, educational context. Given this situation, it is worth highlighting the importance of promoting digital literacy to actively participate in the society in which it develops. This work analyzes the level of mastery of digital skills of the university students in Ecuador. To do this, a descriptive methodology has been used, based on the survey technique, based on a questionnaire (n = 778). Results reveal how the students give priority to research and information management, presenting difficulties in the development and adaptation of technological materials, as well as in the creation and adaptation of digital content. It even highlights how male university education students claim to have better digital skills, while the same situation is not the case for those others who study Intercultural Bilingual Education. This analysis enables Higher Education institutions to make decisions for planning, developing and acquiring digital skills in the university students of Education in Ecuador, in favor of better teaching professional development.

Basic Education teacher training courses across the country are in the process of changing, incorporating the new guidelines established with the current legislation. This study aims to analyze indicators that impact the quality of botany teaching in biological sciences courses of public universities in Bahia with a view to contributing to the initial teacher education of graduates. It involved a qualitative-quantitative work through documentary study of the Pedagogical Projects of Courses - PPCs of the courses. The data were categorized, processed and analyzed qualitatively and then quantitatively through basic statistics and Excel software. It was found that only the Biological Sciences Courses of the State University of Feira de Santana (UEFS) and the Federal University of Oeste Baiano (UFOB) are with the PPCs reformulated according to the current legislation. The indicators in general imply operational difficulties to approach specific contents of botany for which they require the use of functional teaching strategies for initial teacher training. [ABSTRACT FROM AUTHOR]